ERIC ED476249: Neighbor to Neighbor: An English as a Second Language Curriculum for Volunteers.

462 Pages·1994·7.3 MB·English

by  ERIC

DOCUMENT RESUME
ED 476 249
FL 801 585
AUTHOR
Bailey, Elizabeth M.; Schaffer, Deborah L.
Neighbor to Neighbor: An English as a Second Language
TITLE
Curriculum for Volunteers.
INSTITUTION
Arlington County Public Schools, VA. REEP, Arlington
Education and Employment Program.
PUB DATE 1994-00-00
NOTE
461p.; Commissioned by the Arlington Cooperative Extension
Service Bilingual Outreach Program with an Innovations in
State and Local Government Award sponsored by the Ford
Foundation and the John F. Kennedy School of Government at
Harvard University.
AVAILABLE FROM
Arlington Education and Employment Program, Vocational,
Career & Adult Education, Arlington Public Schools, 2801
Clarendon Boulevard, Room 218, Arlington, VA 22201. Web site:
http://www.arlington.k12.va.us/instruct/ctae/adult_ed/
REEP/history.htm.
PUB TYPE
Classroom
Guides
Teacher (052)
EDRS PRICE
EDRS Price MFO1 /PC19 Plus Postage.
DESCRIPTORS
Adult Education; *Curriculum Development; *English (Second
Language); Second Language Instruction; Visual Aids;
*Volunteers
ABSTRACT
This curriculum is divided into eight modules: personal
identification (name, native country, family, address, and telephone number);
time and calendar (time, daily routine, days, and months); weather and
seasons; shopping (money and price of clothes); location and direction;
health (body parts, problems, and emergencies); housing (rooms/furnishings
and problems); and employment (job titles and work experience). Each module
is divided into units with communication objectives the students are to
achieve. Each module follows the same format: module page; unit cover page;
unit lesson plan (presentation, practice, and expansion); and handouts. Each
module has visuals which serve as graphic representations of the language
being taught. Cue cards and handouts are included. (Adjunct ERIC
Clearinghouse for ESL Literacy Education.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
NEIGHBOR TO NEIGHBOR
An English as a Second Language Curriculum for Volunteers
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
FThis document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Elizabeth M. Bailey
Deborah L. Schaffer
Commissioned by the Arlington Cooperative Extension Service
Bilingual Outreach Program
Lid_
VQ
Arlington Education and Employment Program (REEP Program)
PERMISSION TO REPRODUCE AND
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DISSEMINATE THIS MATERIAL HAS
Vocational, Career & Adult Education
BEEN GRANTED BY
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Arlington Public Schools
TncianiComaoc
2801 Clarendon Boulevard, Room 218
Arlington, Virginia 22201
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
AVAILABLE
BEST COPY
2
L
NEIGHBOR TO NEIGHBOR
An English as a Second Language Curriculum for Volunteers
Elizabeth M. Bailey
Deborah L. Schaffer
Commissioned by the Arlington Cooperative Extension Service
Bilingual Outreach Program
Arlington Education and Employment Program (REEP Program)
Vocational, Career & Adult Education
Arlington Public Schools
2801 Clarendon Boulevard, Room 218
Arlington, Virginia 22201
3
The Arlington Cooperative Extension Service Bilingual Outreach Program funded this curriculum
project with an Innovations in State and Local Government Award sponsored by the Ford
Foundation and the John F.Kennedy School of Government at Harvard University.
Copyright ©1994, Arlington County Public Schools, Arlington, Virginia.
L4
ACKNOWLEDGEMENTS
We would like to thank:
Inaam Mansoor, Director, Arlington Education and Employment Program, for
envisioning the final product.
Danielle Ewen for making it beautiful.
The Arlington Cooperative Extension Service Bilingual Outreach Program staff--paid
and volunteer--for their inspiration, input and patience.
Resources for visuals:
Basic Vocabulary Builder, National Textbook Co.
Practical Vocabulary Builder, National Textbook Co.
The Card Book, Alemany Press
r5
Table of Contents
Introduction
1
Module 1 -
- Personal Identification
8
9
Unit
1: Name
2; Native Country
Unit
12
3: Family
Unit
15
4: Address
Unit
19
22
5: Telephone Number
Unit
- Time and Calendar
Module 2 -
25
26
1: Time
Unit
2: Daily Routine
29
Unit
32
3: Days
Unit
4: Months
36
Unit
40
- Weather and
Module 3 -
Seasons
1: Talk about the Weather
41
Unit
44
2: Identify Seasons
Unit
Module 4 -
- Shopping
47
48
Unit 1: Money
2: Price of Clothes
52
Unit
- Location and Direction
Module S -
56
Unit 1: Location
57
62
2: Directions
Unit
- Health
Module 6 -
66
1: Parts of the Body
67
Unit
2: Problems
71
Unit
3: Emergencies
Unit
75
Module 7 -
80
- Housing
1: Rooms/Furnishings
Unit
81
2: Problems
85
Unit
Module 8 -
- Employment
88
89
1: Job Titles
Unit
92
2: Work Experience
Unit
USING THE CURRICULUM
The Neighbor to Neighbor curriculum was written to meet the needs of volunteers teaching
beginning level English as a Second Language to adults. The goal of the program is to assist
newcomers become integrated more quickly into the community in which they live. The
curriculum is divided into eight modules:
Personal Identification
1.
2. Time and Calendar
3. Weather
4. Shopping
5. Location and Direction
6. Health
7. Housing
8. Employment
Each module is divided into units - the communication objectives the students are to achieve.
For example: HEALTH 3. REQUEST ASSISTANCE IN AN EMERGENCY SITUATION.
The objective of the third unit in the Health module is that students will to be able to make
emergency phone calls.
Each module of the curriculum follows the same format:
1. MODULE PAGE - Identifies the objectives of the module
2. UNIT COVER PAGE - Presents the objectives, language examples, grammar, and
materials needed to teach the unit
3. UNIT LESSON PLAN - Gives instructions for teaching the unit
Each lesson plan is divided into three parts:
PRESENTATION: How to introduce the new material
PRACTICE: How students will practice the language taught
EXPANSION: Additional activities
4. HANDOUTS - The written activities which go along with the lesson
Every MODULE has visuals which serve as a graphic representation of the language being
taught.
To prepare for a class, look at the UNIT COVER PAGE to become familiar with the
objective of the unit and to determine the visuals, handouts, and other materials needed to
teach the lesson. Then familiarize yourself with the UNIT LESSON PLAN.
TEACHING A CLASS
Because of variations in class size, class make up, and the number and length of class
sessions, it is not possible to determine how long it will take to complete a unit.
In addition,
It is not
some units contain more material than others and will require more class time.
expected that all students will be able to learn all the material taught in any unit. This is not
a problem, however, since language skills are recycled throughout the curriculum.
Since this is an open entry program, you may see some different faces each time you teach.
It is helpful to have students make namecards. Have students write their names on folded
index cards or paper to put on their desks. In this way you will know your students' names,
and they will also know each other's names.
Although your students will not be able to speak much English, it is important to let them
It helps the students to know what to focus on and
know what the objective of the lesson is.
what they are expected to learn. This can be accomplished by simply saying, "Tonight we
are going to talk about money." You can continue setting the scene for the class by talking a
little more about how the topic is related to their lives. For example, "We use money to buy
things."
PRESENTATION During the presentation portion of the lesson we introduce the new
language and vocabulary to the students. This is usually done by using visuals and/or realia
(actual items). Try to teach the vocabulary within a natural context. Rather than saying,
"This is a foot," say "My foot hurts." At this time the students are listening first as the
teacher repeats a phrase or sentences. After having heard the new language a few times, the
students are then asked to repeat it.
The phrase first chorally, then individually appears frequently throughout the presentation
section of the lesson. It is best for a student to first repeat something with the whole group
before being asked to say it on his/her own. Students often need a chance to try things out in
the anonymity of a group, without fear of others hearing mistakes. (There is safety in
numbers!)
After each visual is introduced to the class, it is displayed in the front of the room. As you
continue with the other visuals be sure to review and check for comprehension. Keep going
back so that students remember what they have been taught for each visual.
PRACTICE While this may take up less space in the lesson plan than the presentation, it
actually is the core of the lesson. Having students use the language taught is, of course, the
aim of the lesson so most of the class time should be devoted to practice.
2
There is usually an activity which involves the students using the visuals. The teacher asks a
question or makes a statement and the student with the corresponding visual brings it to the
front of the room. This whole group activity is then followed by pair or small group work.
The students practice a short dialogue or work with questions and answers using cue cards or
referring to a handout.
The focus of much of the presentation and practice is speaking, not writing. This is because
that is how most communication takes place on a day to day basis. At this point, speaking
and listening are the main focus.
After the students have had an opportunity to practice with each other, there is often a
handout which serves as a written comprehension check. You can see if the students have
understood the lesson. The students can see for themselves if they understand is as well.
These handouts also give the students a printed page to take home and study. Since they
have no text books, these handouts and their picture dictionaries are important for them.
EXPANSION This section of the lesson plan gives suggestions for additional activities and
ideas for field trips. The activities can be done with the whole group or may be more
If some students need more practice with the
appropriate for certain small groups of students.
basic lesson, other students can work on an expansion activity. Expansion activities often
involve writing. Students with higher writing skills could do these while others continue
working on their oral skills. You can work with one group of students while another works
on their picture dictionaries.
Picture dictionaries provide the students a way to remember vocabulary learned in class and
to expand on that vocabulary. Keep magazines and catalogues, scissors, and tape or glue
available in the classroom. Students cut out pictures, attach them to paper, and label them.
This is especially useful for topics like parts of the body, clothing, colors, family, and
furniture.
Field trips offer valuable learning experiences for students. The outside-the-classroom
activities suggested in the expansion section of the lesson plans are directly related to the
topic of the lesson. These trips would let the students see what they have been studying and
give them an opportunity to use the language in a real-life situation. Also, students who are
hesitant to participate inside a classroom often open up when outside.
3
USING VISUALS
The visuals used with this curriculum are a link between words and the world -- the students
"see" what they are learning about. Whenever possible, pictures from magazines or other
sources and realia, actual items, should also be used.
INTRODUCING
1. Hold up visual. Identify what it is by saying, "This is a
or by using a
simple sentence, "My foot hurts."
After you repeat this several times, the students repeat, first chorally (as a group), and
then individually. Display the visual on the board when through.
REVIEWING
1. Point to visuals displayed on the board and ask a variety of questions:
? (Students point.)
Where is the
Is this a
Is this a or a
What is this?
2. Hand out the visuals to the class. Ask questions or make statements so that the
student with a specific visual will bring it to the front of the class.
? (cold)
Who has a
I need a
(shirt)
.
I'm going to the
(library)
.
3. Hand out visuals to the class. Ask students questions which they answer using the
visuals they are holding.
S: It's hot. (Holds up visual.)
T: How's the weather?
4. Write numbers on the board. Ask that visuals be placed under certain numbers.
Put
under 1.
is number 5.
The
5. Use word labels to identify written form of the visuals on the board. Have
students match labels with visuals.
4
10